Presentation Transcript

1. The Reading Achievement Center

   Language Arts Symposium

   Sari Brecosky Megan Cicconi February 28, 2014
2. Welcome! Steering committee Dr. Jillian Bichsel – Quaker Valley Dr. Judy Bulazo – Upper St. Claire Dr. Mike Loughead – South Fayette Dr. Shannon Varley - Avonworth Schedule Facilities and Smoking Blonde joke. . .
3. Demystifying the PSSA
4. Question types Multiple Choice Evidence Based Selected Response Text Dependent Analysis (Problem Based Essays) Open-ended response (Short Answer) Writing Prompts Opinion/Argument Informational/Explanatory Narrative
5. Grade Level & Question Type Matrix SY: 2013-2014 X = Common Item (Legacy/PACS) 0= Field Test Item 2014 (PACS)
6. Grade Level & Question Type Matrix SY: 2014-2015 X= Tested items on ELA PSSA (PACS aligned)
7. Multiple Choice The meaning of the Greek root “geo” helps the reader to know that a geologist studies_______. a) water b) people c) stars d) Land Where do most of the events in the passage take place? a) country farmhouse b) townhouse near the city park c) apartment in the city d) vacation cabin
8. Evidence based selected response (EBSR) Two question structure Requires both single and multiple responses Part one usually requires one response Part two requires one, two, or three responses Part two may have between three - five choices Part two may have three correct answers but only ask students to select two correct answers Part one (rather than the text) should be referenced when answering part two This Year: ALL EBSR questions are field test items! Simply prepare students for the structural changes
9. EBSR Example Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? Part B Question: Which sentence from the story provides the best support for the answer in Part A? a. “My sister, Lynn, taught me my first word: kira-kira.” b. “When I grew older, I used kira-kirato describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.” c. “She was dismayed over how un-Japanese we were and vowed to send us to Japan one day.” d. I didn’t care where she sent me, so long as Lynn came along. a. They list the many lessons that Lynn taught her younger sister, Katie. b. They explain that Katie’s family had very high expectations of her when she was young. c. They show how strong the relationship is between Katie and Lynn. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language.
10. Text Dependent AnalysisSY 2014-2015 grades 4-8 Informational& Literature Rubric Effectively addresses all parts of the task demonstrating in-depth understanding of the text(s) Effective introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s) Strong organizational structure that effectively supports the focus and ideas Thorough analysis of explicit and implicit meanings from text(s) to effectively support claims, opinions, ideas, and inferences Substantial, accurate, and direct reference to the text(s) using relevant key details, examples, quotes, facts, and/or definitions Substantial reference to the main idea(s) and relevant key details of the text(s) to support the writer’s purpose Skillful use of transitions to link ideas Effective use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/events Few errors, if any, are present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present do not interfere with meaning
11. Text Dependent AnalysisSY 2014-2015 grades 4-8 Examples Write an essay analyzing how the author’s organization of the passage helps the reader to understand the tasks. Use information from the passage to support your response. When Cathy tells Paul about the camping trip, he is immediately interested. Write an essay analyzing how Paul’s actions convince his parents that he should be allowed to attend? Use evidence from the passage to support your response.
12. Open-ended items AKA Short Answer Example: Use at least three examples from the passage to explain how the pony auction is important to Chincoteague and Assateague Islands.
13. Writing prompts This year they appear only on the separate writing test (grades 5 and 8) or on the optional (separate) writing field test (grades 6 and 7) Students will have time to plan, write, and proofread your response to this writing prompt Four Point Rubric Focus, Content Development, Organization, Style
14. Writing PromptsField Test and 2014-2105 Tests Narrative Think about a time when you were given the opportunity to care for something. Write a story that tells what you had to do and how it made you feel. Informational/Explanatory Write an essay that explains a talent or skill you have or would like to have. Opinion/Argumentative There are many reasons why people own pets. A pet can entertain you, keep you company or even protect you! Dogs and cats are the most popular pets in America today. Some people prefer an energetic dog and others, a cuddly kitten. Which do you think is best?
15. What you really need to know…SY 2013-2014 Prepare students for awkward structure Common items must simultaneously address both PACS and Legacy Standards Remember test security procedure
16. ELA: Key Instructional Shifts Balancing Literary and Informational Texts Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary
17. Close Reading It is a multilayered intensive analysis of a text Accomplished primarily by readinganddiscussing the text It is essential that readers re-read texts The path to deepening comprehension Shanahan, T. (2013).
18. Close Reading: Spiral of inquiry 1st Read: Unpacking the text 2nd Read: Text analysis Concept: Craft questions that ensure student understanding regarding major ideas and key details Identify potentially confusing vocabulary Resolve misconceptions Limit questions to big ideas or those that prime for mental queries Examples: Retell the plot of the story. Identify the ordinate and subordinate characters in the story. What characteristics distinguish plant cells from animal cells? Concept: Craft questions focusing on how the text works. Students aim to uncover why the author made specific choices including: organization, literary devices, word choice, and evidence Often this reread is only a targeted excerpt specifically selected by the teacher Examples: What was the quality of evidence used in arguing against the inclusion of elephants in zoos? How does the author’s use of personification influence our understanding of and emotional response to the idea of captivity? Main Idea and Key Details 3rd Read: deep text connections Craft and Structure Integration of Knowledge & Ideas Concept: Critical analysis of the value and quality of the text Connection of text to other texts, concepts, and student’s life Examples: Using examples from both texts what do the author’s want you to understand about the common theme of freedom? Which format of the article was more successful in helping the reader understand the author’s main idea?
19. WHAT HOW Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text base don specific information in the text. CC.1.2.5.C  E05.B‐K.1.1.3 The standards tell us HOW and WHAT

20. Text Layering

    Integration of knowledge & Ideas
21. Five Reasons to say yes to Text Layering Increases range of complexity Extends into varying genres Promotes ideation Requires synthesis Increases domain knowledge
22. 1. Increases range of complexity Different authors - different syntactic structures Density of propositions More reading Scaffolds text interaction
23. 2. Extends into varying genres Allows for genre layering Explication of topics in differing constructs Same topic appearing in different venues
24. 3. Promotes ideation Presentation of concepts in different ways supports thinking in a multi-perspective manner Instruction guides cognition giving parameters to complete tasks Ancillary interface with factoid type knowledge
25. 4. Requires synthesis One of the hardest comprehension processes Requires discernment Takes a learner from knowing about it to understanding it
26. 5. Increases domain knowledge Forces interface with the same aspects or principles Increases ability to comprehend Strengthens general intellect
27. Better ideas often require change. . . Do not run out and buy new text books! Current books and attempts at layers Teachers, time, and know-how
28. Grade Three The Artic and Antarctica
29. Life on the Ice Read story Share two things of importance with a partner Read article Discuss similarities/differences
30. Video Use video sheet to collect specific information
31. Scavenger Hunt Use stories, article, and fact cards to determine if the statements are true or false.
32. Go Find Ithttp://www.kidskonnect.com/subjectindex/16-educational/history/270-ice-age.htmlhttp://www.sciencekids.co.nz/sciencefacts/earth/antarctica.html What was the coldest recorded temperature on Earth?_______________° F (in Fahrenheit) What was the name of the last ice age?____________________________ What % of the earth’s ice is found in Antarctica?____________________ What are three animals that lived during the Ice Age but are now extinct? _______________________________________________ Where did the name ‘Antarctica’ come from? ____________________________________________________________
33. Benefits Multiple interactions with specific parameters of cognitive attention Still has ancillary information Helps stimulate continuous engagement with concepts
34. Reminders & Suggestions Video in between readings Need more than one watch Too short and concentrated for one viewing Can put on kids computers Fact cards are made to elucidate intended learning Scavenger Hunt requires information from multiple sources Go Find It – a way to genuinely use technology as a learning tool
35. 3rd grade Text Layers Life on the Ice Ice Age article TedEXvideo Artic vs Antarctic Video discussion page Kidskonnect & Sciencekidswebsite Fact Cards Scavenger Hunt activity Go Find It activity
36. Grade Four The Screech owl who liked television The Earth Dragon Awakes
37. Screech Owl & Earth Dragon Read Screech Owl Talk about what you would “do” with the story Read Earth Dragon Talk about what you would “do with the story Complete the Inquiry Guide using both pieces of text
38. Discussion Time. . . With your team decide how you would connect these two pieces of text. What will be your two major foci?
39. PersonificationReverse Personification What is reverse personification? Use yellow and green cards Decide as a team if they evince personification or reverse personification
40. Additional layers Avalanche deaths spike in the West & video
41. Avalanche An avalanche can consist of snow or rocks. It is when large deposits of snow or rocks on a mountain side are disturbed in such a way that it causes a shift. When this shift occurs, the material becomes unstable and starts to roll down the side of the mountain bringing everything in its path with it. Avalanche

42. Time for a video

43. Avalanche Deaths Spike in West Read the news article When finished complete the Evidence Synthesis Chart as a team.
44. Benefits Taking the core concept and extending it to real world application Going beyond simply “knowing” about avalanches to knowing about technological advances Kids sometimes do realize that people make things all the time. . . Well-defined instructional purpose that embeds cognitive rigor AND make sense!
45. Reminders & Suggestions Scaffolding is non-negotiable You WILL have to modify things – and you are not going to find this expanse or quality in a package Video can be put on computer Common Sense Media Jennifer Ehehalt Paul Cindric Snap (the old Oscar sort of. . .) Jana Baxter
46. 4th grade Text Layers Screech Owl that Liked to Watch Television story The Earth Dragon Awakes story Inquiry Guide Personification& Reverse Personification cards Robust vocabulary definition card Video and general points notes page Avalanche Deaths Spike in West article Evidence Synthesis Chart Evidence Synthesis Chart answer key
47. Grade Five Dangerous Crossing & Portuguese man-of-wars
48. Explanation. . . Dangerous Crossing Incited by: “One day a sailor pulled up a Portuguese man=of-war in a bucket. Johnny looked on in wonder. Was this truly a fish from the sea? “Careful,” the sailor warned him. One touch of its twisted cords would sting like a hundred bees. Portuguese man-of-war . . . Animal Portuguese Man-o-War. . .Ship Royal Navy History. . . Using diagrams to explicate and extract information
49. Marine animal
50. Frigate
51. Colony Comparison ChartDirections: Use the Man-o-war frigate diagram, the informational articles, and video to determine colony members’ (crew members of the Man-o-war vessel and zooids of the Portuguese man-of-war) responsibilities for each survival mechanism.
52. Benefits Diagrams are texts Extraction of concept Portuguese man-of-war to name-sakes Frigate Underlying concept in story Often witnessed in poetry and literature
53. 5th grade Text Layers Dangerous Crossing story About the Portuguese man-of-war Article Sea Creatures & Sea Crusaders video Portuguese man-of-war diagram Man-o-war Frigate diagram Colony Comparison Chart
54. Thank you You make the difference